The impact of American Sign Language on Receptive and Expres

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The impact of American Sign Language on Receptive and Expressive Language Development in Deaf ChildrenHearing AidsHearing Aid SimulationCochlear ImplantsCochlear Implant SimulationLanguage Development for Hearing2 - 3 years oldDefense ArgumentAuditory-Verbal TherapyAmerican Sign Language/English BilingualismSpeech BananaHearing LossDemonstration with earplugs-mild, conductive hearing loss; average of a 32 dB hearing lossOnly 3 to 8 percent of deaf children have parents who are deaf (Rawlings & Jensema, 1977).Problems with Exposure to ASLAmerican Sign Language (ASL) enhances receptive and expressive English language development in deaf children. Why?? ASL is a natural language for deaf children.Exposing a deaf child to ASL as their first language gives them a language basis to build upon for later English language development.0 - 8 months oldImportance of a Language BasisMayberry (1993)How age of language acquisition affects language development.Effectiveness of AVTFairgray, Purdy & Smart (2010)Study conducted to see if children with profound, bilateral, sensorineural hearing loss would benefit from AVT.ASL & Receptive Language SkillsStrong & Prinz (1997)Studied relationship between ASL and English Literacy Sign Language & Receptive Language SkillsHermans, Knoors, Ormel & Verhoeven (2008)Dutch study researching the relationship between proficiency in Sign Language of the Netherlands (SLN) and reading.Sign Language & Expressive Language SkillsVan Beijsterveldt & Van Hell (2009)Dutch study evaluating the relationship between SLN proficiency and children's written narratives Language therapies do not have to follow a fixed set of guidelines.Therapy can be adjusted based on the child's language needs, personality, and hearing loss.'One-size fits all' approach is not recommended (Fairgray, Purdy & Smart, 2010).Does not support the use of sign language, gestures, and speech reading (lip reading). Sign language is thought to impede language development because of grammatical differences between ASL and English. Is a fixed therapy plan to develop spoken language through listening.Ultimate goal is to assimilate child into a mainstream school.Natural play SingingDaily routinesstructured therapy activitiesAVT ActivitiesLanguage is first developed through fluency of ASL.English as a second language is introduced and taught through....ASLFingerspellingEnglish-based sign systemsPrinted EnglishOpposes auditory-verbal therapy perspective of sign language hindering language development. North Carolina School For the Deaf Therapy Observations & ReflectionsDetailsMorganton, NCDay School & Residential SchoolElementary, Middle & High SchoolTherapies ObservedInstrumental Enrichment (I.E.) group therapyIndividual speech and language therapy sessionsTherapy ExamplesDot Activity (I.E.)Running Story

ConclusionsSign language is an important language basis for language development in deaf children.Methods: Weekly speech therapy for 20 weeks. Assessed with standardized language assessments pre-therapy and post-therapy Results showed that some children benefited from AVT, but other children did not demonstrate significant growth between their pre-therapy and post-therapy sessions. South Africa Inspiration: De La Bat School for the DeafTumutumu School for the Deaf in KenyaParticipants: 160 deaf children; 8-15 years oldAssessments for ASL proficiency and English proficiencyNarrative assessment in both ASL and written EnglishWoodcock-Johnson Psychoeducational Test Battery (WJ-R) for English literacyTest of Written Language (TOWL) for English literacyResults: -Participants in the higher two levels of ASL proficiency outperformed the participants in the lowest ASL proficiency in English Literacy.-Native signers outperformed non-native signersParticipants-Approximately 80; 40 per group-Kindergarten school-aged, 4-5 years old-significant or profound hearing lossSetting-Generally in the child's school. Some assessments may take place at Gallaudet University's Hearing and Speech Center if needed.Assessments-Case-History Form-Pure-tone testing -Pre-School Language Scales 5th Ed. (PLS-5)-Spontaneous language sampleTimeline-Longitudinal design-Participants will be assessed 3 times over the span of a year (every 4 months). Purpose: -Evaluate the impact of sign language on receptive and expressive English language skills in deaf children.-Evaluate language skills at a young age.-Pilot study Design:-Compare receptive and expressive language skills of deaf children who are proficient in ASL to children who have had no exposure to ASL (e.g. ASL/English Bilingualism vs. AVT).

-Deaf children proficient in American Sign Language will demonstrate stronger receptive and expressive language skills than deaf children who have had no exposure to ASL. HypothesisParticipants:-From 5 different bilingual schools-87 children between 8 and 12 years oldAssessments:-Taaltest Alle Kinderen (TAK-R)-Written story comprehension test-SLN proficiency assessmentResults:-Greater SLN vocabularies correlated with greater written Dutch vocabularies and greater story comprehension in both SLN and written Dutch.

Participants: -26 deaf children between 11 and 12 years old-Bilingual perspectiveMethods: -Groups compared: low SLN proficiency, high SLN proficiency, and hearingAssessments:-Sign Language fluency test-Narrative assessmentResults: -High SLN proficiency group had most grammatical errors, but had the most evaluative devices -Meaning that sign language is typically absent from a deaf child's environment.Dot ActvitiyRunning StoryI was running late for a meeting with my running team when I ran into Sally. She told me that if I did not stop running my mouth that she would run away with my husband. I did not have time for this run-in so I ran off to go run some copies, but my nose started

running. Running to the car, I tripped and caused a run in my stocking. ASL Language Development0 - 3 years oldLate exposure to language creates a continuation of language issues. -Majority of deaf students only read at a 4th grade reading level upon graduating high school (Allen, 1994).